Raising Aspiration: Widening participation in Supported Internships

Raising Aspiration: widening participation in Supported Internships

In collaboration with:

Susan Allott Learning Disability Champion Tom Hicks Head of Policy and Public Affairs March 2016

Contents

Introduction

1

The effectiveness of Supported Internships

3

Challenges with Supported Internships

5

Proposals

7

Summary

8

In collaboration with:

www.remploy.co.uk

Introduction

1.

Supported Internships have developed in the UK in response to the high rate of young people with Special Educational Needs and Disabilities (SEND) who are NEET (Not in Employment, Education or Training) or at risk of becoming NEET i.

2.

Adults with learning disabilities known to social services have an employment rate of just under 6% ii, the lowest of all disability groups and a tiny fraction of the 80% employment rate for non-disabled people.

3.

Within the SEND cohort, young people with learning disabilities can find the pursuit of qualifications particularly challenging, and this goal may not always be in their best interests iii.

An employment-focused route can be the best way of preventing young people with learning disabilities from becoming NEET. Supported Internships are recognised as being an ideal stepping stone for those learners whose primary goal is paid work.

Supported Internships are personalised study programmes based primarily at an employer’s premises. They are designed to better enable young people with learning disabilities to achieve sustainable paid employment by equipping them with the skills they need for the workplace. For the young person, the internship should contribute to their long-term career goals and fit with their working capabilities. For the employer, the internship must meet a real business need, with the potential of a paid job at the end of the programme of study, should the intern meet the required standard.

The structured study programme includes on-the-job training provided by expert job coaches, and the chance to study for relevant qualifications, where appropriate. Job coaches are critical to the success of Supported Internships. They provide in-work support for young people which tapers off as the individual becomes familiar with their role. Job coaches provide support to employers, increasing their confidence of working with interns and helping them to understand the business case for employing a diverse workforce. Job coaches also provide support at the end of the internship for those young people not offered a paid job.

Preparing for Adulthood, Supported Internship Factsheet, September 2013

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1 www.remploy.co.uk

4.

A Supported Internship is a partnership between an employer, an education provider (often a College of Further Education) and, ideally, a supported employment provider. Supported Internships are funded through a combination of education funding streams and Access to Work, the Department for Work and Pensions programme that funds practical support for disabled people in work or undertaking work experience placements iv. They are most commonly designed as a study programme spanning the final year of College for young people with SEND and have paid employment as their learning outcome. There are no entry or completion requirements for Supported Internships, unlike with Apprenticeship programmes.

5.

Social care spend, alongside welfare benefit spend, on adults with learning disabilities, is very high. Local Authority spend on day centre places alone is ÂŁ721 million a year v.

6.

Supported Internships, by providing a route to employment, can prevent young people from entering a life of benefit dependency and can reduce reliance on social care. They also foster social inclusion and workplace diversity.

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2 www.remploy.co.uk

The effectiveness of Supported Internships

7.

Supported Internships have proven to be a successful route into paid work for those taking part, with employment rates of up to 65% achieved in some areas. These outcome rates are an example of what can be achieved when quality in-work support is combined with a committed employer partnership.

8.

Supported Internships have demonstrated that people with complex support needs can work, and furthermore make valued, productive employees.

9.

The SEN code of practice from the Department for Education and Department of Health requires that employment be considered in a young person’s Education Health and Care plan.

This has prompted Local Authorities to ensure they have a ‘local offer’ which includes employment. This in turn has begun to raise aspirations around employment among young people with SEND and their families vi.

10. Supported Internships are ideally suited to young people with learning disabilities, who benefit from in-work support from a trained job coach. In this respect, as well as the recognition that pursuit of a qualification is not essential, Supported Internships differ from Apprenticeships. Consequently, Supported Internships have developed as a strong alternative to students whose level of impairment prevents them from undertaking an Apprenticeship vii.

11. Because Apprenticeships are not accessible to all learners, it is vital that an alternative form of provision exists, with the status, recognition and funding to put it on an equal footing with an Apprenticeship. Supported Internships do not yet enjoy this equal status with Apprenticeships.

“Our staff have learned so much working alongside the interns. They’re starting to understand what their abilities are, not just their disabilities.”

Carolyn Myring, Skills Developer, Greenwich Leisure and Lifestyle

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3 www.remploy.co.uk

12. The UK is committed to halving the gap in the employment rate between disabled people and those without disabilities, enabling hundreds of thousands more disabled people to enter employment as a result of transformed policy and practice viii. Giving more prominence to Supported Internships would support this goal, and would target those with the highest level of unemployment among the disabled population.

Case Study Jane spent the final year of her College course on a Supported Internship at Kingston Hospital. Jane had been struggling at College, finding classroom-based work challenging, due to her learning disability, and suffering a lot of anxiety. Jane’s ambition was to find paid work in a pre-school environment. With support from her job coach, Jane spent one term working in the Hospital’s staff nursery, where she helped to care for the children and learned the skills of the role. At the end of the course, in which Jane gained a range of experience throughout the Hospital, she accepted a job working at a nearby nursery for 20 hours a week. Her time spent on the Internship provided valuable work experience and skills. Jane has been in post for over a year and is a highly valued member of staff.

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4 www.remploy.co.uk

Challenges with Supported Internships

13. Remploy, Mencap, and other supported employment providers are committed to working with young people with SEND to support them into paid employment on leaving education. It is a strategic priority for Remploy to work with employers and learning providers across the country to enable larger numbers of young people with SEND to benefit from Supported Internships and enter paid work.

14. Remploy, Mencap and other supported employment providers have encountered a number of challenges to delivering, sustaining and scaling up the provision of Supported Internships.

These are listed below.

• Many employers are not aware of Supported Internships as a recognised model of good practice, with some assuming that Supported Internships are similar in their approach to unpaid work experience. Consequently these employers are reluctant to be associated with a programme which might bring them negative publicity or criticism.

“We always talk to our employer partners about Supported Internships but they have rarely heard of the model. They usually shy away from the idea because it sounds like unpaid work experience, which they don’t want any part of.”

Account Manager, Remploy • Education providers are sometimes unwilling to use element 1 and 2 funding to contribute to the cost of the Supported Internship, despite the recommendation from the Department for Education that they do so ix. This is often due to a lack of awareness of the Supported Internship model and its benefits, or an unwillingness to change the way these funding streams have been spent in the past.

• Local Authorities often lack awareness of Supported Internships and consequently do not build them into their local offer.

• Education providers are not always willing to work in partnership with supported employment providers, preferring to provide in-work support to students themselves, as a perceived cost saving measure. The skills and training required to support young people with SEND in the workplace are not always recognised. The Supported Internship model is less effective when highly skilled job coaches are not used to support students to learn the tasks of each job role.

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5 www.remploy.co.uk

“Organisations like Mencap and Remploy have a wealth of experience of supporting people with SEND into work, and have staff specifically trained to provide in-work support. We have approached a number of Colleges and Local Authorities to discuss Supported Internships but have found there is a lack of recognition of the value that supported employment providers can bring to the model.”

Head of Employer Engagement, Mencap • Access to Work has been opened up to young people with SEND taking part in Supported Internships, and can be used specifically to fund the job coaching element of the programme. When used alongside education funding streams this should allow Supported Internships to be adequately funded. Recent improvements to the application process have made it easier to draw down this funding stream. There is still a low awareness of the availability of Access to Work for Supported Internships and therefore low take-up.

• Supported Internships operate with short-term funding and often do not have the financial stability to run from one year to the next. This in turn reduces the attractiveness of the model to employers and other partners.

• Despite a willingness to employ students at the end of the course, employers taking part in Supported Internships reach ‘saturation point’ after a number of years. Once an employer reaches a point where they can no longer offer sufficient vacancies, the Supported Internship loses its value. This problem would reduce if more employers were aware of Supported Internships and were willing to support them.

“Leicester Works has been operating for more than five years. Partners in this Supported Internship are Remploy, Leicester College, Leicester City Council and Leicester NHS. In the early years of the project many of the interns would gain employment with either the Council or NHS following completion of the course. However in recent years we have seen a significant reduction in vacancies. Both partners remain committed to the project and its continued success, but feel they have become saturated with ex-Leicester Works candidates in their entry level roles.”

Young People’s Services Lead, Remploy

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6 www.remploy.co.uk

Proposals

15. The measures set out below could address the challenges outlined in this paper: • A Government-led national marketing and communications campaign, jointly owned across DWP, DfE and BIS, promoting Supported Internships as a model of recognised best practice and celebrating positive examples. This could be aimed at employers, local authorities and Education providers, with the aim of affording Supported Internships an equal status to Apprenticeships.

• Build upon the success of the Learning Disability Confident event in London in February 2015 by strengthening links to the wider Disability Confident Campaign and using this channel to strengthen the brand of Supported Internships.

• Government guidance should be clearer on the essential role of job coaches in the supported internship model, and ensure that Access to Work funding is available to meet the costs for this.

• A Social Return on Investment report to be compiled which would build the case for a wider take-up of Supported Internships.

• A dedicated funding stream for Supported Internships, ring-fenced for this purpose, replacing the current approach of using Access to Work alongside education funding streams. This would not need new money, but would simplify the funding model and make it easier for agencies running Supported Internships to plan ongoing programmes from one year to the next.

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7 www.remploy.co.uk

Summary

16. Supported Internships are an effective route into paid employment for young people with SEND who are otherwise at a greatly increased risk of becoming NEET and subsequently dependent on adult social care services.

17. Supported Internships are a key vehicle to achieving Government’s aspiration to halve the disability employment gap and ensure that people with learning disabilities have increased access to skills provision given the lack of access to Apprenticeships among this group of young people.

18. Supported Internships do not need to be redesigned, since they are already known to be a successful model when delivered according to good practice.

19. A cross-Government marketing campaign and a sustainable, ring-fenced funding stream would help providers to deliver employment outcomes for young people with SEND year on year.

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8 www.remploy.co.uk

Appendices

i Audit Commission, Against the Odds, 2010 ii Health & Social Care Information Centre, Measures from the Adult Social Care Outcomes Framework, England 2014-15, published October 2015

iii See Learning & Skills improvement Service, Briefing for post 16 providers 2013, page 3 iv DfE guidance issued in June 2014 sets out the funding arrangements for Supported Internships.

See pages 55-56: https://www.gov.uk/government/publications/supported-internships-for-young-people-with-learning-difficulties

v Eric Emerson, People with Learning Disabilities in England, 2012, page iii. vi See the Aspirations for Life website for stories of people who have chosen employment as their goal beyond education: http://www.preparingforadulthood.org.uk/resources/stories

vii See Ofsted, Developing the Skills for Future Prosperity, October 2015 viii Conservative Party Manifesto 2015. ix DfE guidance June 2014 pages 55-56

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Contact Us Susan Allott, Leaning Disability Champion e: susan.allott@remploy.co.uk Tom Hicks, Head of Policy and Public Affairs e: tom.hicks@remploy.co.uk

www.remploy.co.uk

Remploy Limited 18c Meridian East Meridian Business Park Leicester LE19 1WZ

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